The Clearing House, 83: 207210, 2010 Copyright C Taylor & Francis Group, LLC ISSN: 0009-8655 print;

1939-912X online DOI: 10.1080/00098650903505381

Whats New In . . . Twelve Ways to Incorporate Strengths-Based Planning into the IEP Process
PHILLIP M. WEISHAAR

Abstract: The Individuals with Disabilities Education Improvement Act 2004 (IDEA) requires public schools to assure that parents of students with disabilities have the opportunity to participate in Individualized Education Program (IEP) meetings. Strengths-based IEPs focus on student strengths and abilities, rather than weaknesses and disabilities, in preparing parents and teachers for the IEP meeting, presenting information at the meeting, and documenting the meeting in writing. As a special education administrator for more than 27 years, the author has experience in working with parents from the strengths-based perspective, including encouraging parents to participate in the IEP process. In 1994 the author, along with parents of students with disabilities, developed a checklist for parents and public school teachers that focused on the strengths-based approach and was intended to encourage parents to participate actively in IEP meetings. Twelve techniques for reducing conict and encouraging parents to participate in the IEP planning process at the middle and high school level are presented and described. Keywords: school partnerships, parent participation, Individualized Education Program (IEP) arent participation has been a guiding principle of the Individuals with Disabilities Education Act (IDEA) since it was rst enacted in 1975 as the Education of all Handicapped Childrens Act (EAHCA). Because of increased litigation, the IDEA re-emphasized in 1997 and 2004 the need to assure that parents of students with disabilities had an opportunity to par-

ticipate in their childs Individual Education Program (IEP) planning meeting. IDEA 1997 enhanced the participation of parents in IEP eligibility and placement decisions. The IDEA principle of parent participation means that parents have meaningful and full participation as partners in the decision making and planning of the development of the IEP. Some of the specic rights that support this principle include an opportunity to review the childs school records, notication of and participation in all meetings about the child, and the right to give informed consent before the child is evaluated or placed in special education (IDEA 1997, 300.345). The strengths-based approach has been used in the counseling eld for more than a decade. Counseling psychologists underwent a paradigm shift in the mid1990s from the traditional medical model, focusing on pathology, to the strengths-based model, focusing on the clients assets (Smith 2006). The IDEA 2004 requires that transition services be a part of the IEP (IDEA 2004, 300.320(b)). Transition services are activities that facilitate the students transfer from school to post-school activities (IDEA 2004, 300.43). The inclusion of transition services places an increased emphasis on parental involvement in the IEP meetings of middle and high school students. However, most middle and high school parents of students with disabilities do not participate in developing goals and making decisions in the IEP meeting. One study reported that a little more than half of families of students with disabilities reported being involved in developing IEP goals, but only about 33 percent reported

Phillip M. Weishaar is an assistant professor in Special Education and Communication Disorders at Southern Illinois University Edwardsville, Edwardsville, IL.
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that they were actually involved in the decision making at the IEP meeting (Newman 2005). Individual Education Program meetings may involve many people. Parents may not feel they have the knowledge to make educational decisions or they may fear that asking questions or disagreeing with school ofcials may adversely affect how the child is treated in the school (Friend and Cook 2010). Discussions on evaluations, present levels of functioning, and goals often focus on describing what the child cannot do and indicating how special education and related services can x the problem. The IEP form may be viewed as a confusing legalistic document that stipulates how the child will be educated. Parents may not consider themselves full partners in making decisions. Despite empirical support, theoretical justication, and legislative foundation, research has indicated that family involvement in and satisfaction with school services is often minimal (Spann, Kohler, and Soenksen 2003, 229). Spann et al. also reported: As a group, parents of older children reported lower levels of satisfaction of involvement in the IEP process (235). Sometimes, because of a need to save time, school personnel will preplan an IEP meeting and present the plan to the parents. Parents are presented with the information and nd themselves in the position of reacting to the schools recommended plan. If parents have questions or disagree, the potential for conict increases. Preplanning may be an effort on the schools part to save time in the IEP meeting. However, in the authors experience, parents may feel that the decisions were made prior to the meeting and that their role is to agree or disagree with the schools proposal. At the middle or high school level it may be especially challenging for parents of students with disabilities to continue attending and participating in IEP meetings. One study found that parents of older students reported being less satised with their involvement in the IEP process. The authors considered the possibility that parents of older students may have had more conicts over time with the school system (Spann, Kohler, and Soenksen 2003). The fact that there continues to be a signicant number of due process hearings suggests that parents of students with disabilities continue to be frustrated with the IEP process. A national longitudinal study of IDEA due process hearings indicated that from 1991 to 1996 there was a steady increase in hearings; the rate then uctuated from 1997 to 2005 (Zirkel and Gischlar 2008). When all school personnel focus on incorporating strengths-based planning into their IEP meetings, parents may feel more positive about the meetings and feel that they are full partners in the education process. The strengths-based planning process is an opportunity to make a signicant difference in the development of a students IEP. The strengths-based process instills an attitude of fairness, a partnership between teachers and

parents, and a perspective on how people and relationships are viewed by the school. There are three components of the strengths-based IEP process: preparation, presentation, and documentation. The rst, preparation, involves preparing the IEP participants, especially the students parents, for the meeting. The second, presentation, involves focusing on the students strengths and using strengths-based terminology at the meeting. The third, documentation, involves using a strengths-based or ability-based perspective in writing the IEP. The following 12 steps specify what teachers can do to implement strengths-based planning into the IEP process. Preparation for the IEP Meeting 1. Practice reframing. Often, teachers use negative terms that come from their professional training to describe the childs characteristics. For example, teachers may refer to dysfunctional families, or use terminology such as emotionally disturbed, mentally retarded, learning disabled, and so on. Reframing provides a way for teachers to build a new perspective and vocabulary around the child and family. To implement this concept, try these ideas. Choose one student with a disability from your class. Write a list of ve terms or phrases you use to describe this child with disabilities. For example, you might say unable to read, disruptive in the classroom, and so on. Now, make a list of positive attributes that relate to each term or phase you listed. For example, you might say follows along attentively while the class reads aloud, is creative, active, and enthusiastic in class. Try reframing by using these phrases for the next IEP meeting. The intent is not to sugar coat or be dishonest about the students characteristics, but to look for the strength in the characteristic. Most negative behaviors can be viewed from a positive perspective. The intent is to nd the students strength. Certain behaviors are unacceptable in a classroom and should be stated as such from an observational behavior perspective rather than the perspective of the personality of the student. If a student displays violent behavior, state the behavior in observable terms, for example, he threw a chair at another student, rather than stating that he is violent and a danger to his peers. Again, the intent is to describe the behavior in observable terms rather than the personality of the student. 2. Talk to the parents personally when arranging an IEP meeting. Invite them to bring information about their childs strengths, likes, and dislikes to the meeting. Tell them the purpose of the meeting and how they can prepare for it. For example, you might suggest that they bring the current IEP, think about what they would like their child to accomplish, prioritize their

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long-term goals, and so forth. Explain that the purpose of the contact is to give them a heads-up or preview of what will be discussed at the meeting. This is the most important step in the preparation stage. Initially, parents may view the premeeting contact as an indication that the decision has been made. Parents need to be assured that the contact is an effort to help them prepare for the meeting. Inform the parents that they are free to bring someone with them, for example, a friend or relative. In the authors experience, parents report feeling less overwhelmed if they have a friend or relative at the table with them. Over time, parents will appreciate the personal contact and appreciate the opportunity to participate in the meeting. Middle and high school teachers might feel that they are too busy to make personal contact with the parent prior to the meeting. It is suggested that one person from the IEP team be designated to make this contact. This contact could change the climate of the meeting and have a powerful impact on planning for the student. 3. As difcult as it is, make sure parents are aware of any potential areas of conict before the meeting. No parent should be surprised at an IEP meeting. Informing parents about potential areas of conict before the meeting allows them the opportunity to discuss the issues at the meeting rather than react to the school districts recommendations. This assures that parents have an opportunity to prepare and truly participate in the meeting. It allows for thoughtful discussion and may shorten the meeting. At the middle or high school it is important to communicate with all participants about potential areas of conict prior to the meeting, and then designate one team member to communicate these areas to the parents. 4. Ask parents if they have concerns that they would like you (the school representative) to be prepared to discuss at the IEP meeting. This assures that the school team is prepared to discuss parent concerns rather than be placed in the position to react without preparation. This also reduces the potential for conict. Parents will feel more like full partners if they are asked for their input in structuring the dialogue. This is, in fact, their meeting as much as the schools meeting. Again, an IEP team designee could make this contact. 5. Provide parents with copies of draft reports that will be discussed at the IEP meeting. Clearly label them as DRAFT. By providing draft reports parents will have time to read and think about the content of the reports. They will also feel part of the team. Draft reports would include any information the school may be using to support its recommendation. Parents should have access to the same information as school personnel prior to the meeting.

Presentation at the IEP Meeting 1. Make nametags for each person if the meeting is large or if there are people at the meeting that the parents may not know. This is especially important if there are many school personnel present at the meeting. Parents may not know all the middle or high school personnel who participate in the education of their child. 2. Seat the person taking notes at the meeting next to the parents and share the notes with the parents (Dabkowski 2004). In the authors experience, parents report being distracted by someone taking notes while they speak. It may relieve parental anxiety of not knowing what is being written if they are able to see what is being written. Parents can then focus on the discussion rather than feeling distracted by someone taking notes on the discussion. This simple action demonstrates to parents that school personnel are comfortable with and trust the parents viewing what is being written on the record. 3. Begin every meeting by asking each participant (including the parent) around the table to make a brief statement about the students strengths or abilities. This will set the tone for the meeting, allow for a welcoming atmosphere for the parents, and encourage participants to focus on strengths. This is the most important point in the presentation stage. 4. Be respectful and professional in how you address participants. If teachers are addressed by rst name, do the same for the parent. Avoid referring to the parent as mom or dad. Avoid referring to the student as the kiddo or kid. 5. Ask parents for their input in discussing their goals and priorities for the student now and in the future. Discuss what the student can do and what you want the student to be able to do. Ask if there are other skills that may be a priority in setting goals. Documentation of the IEP Meeting 1. Focus your documentation on observable, measureable statements of what the student can do now, what you want the child to be able to do in the future, and how you will measure the students progress. Reframe what the student cannot do into what the student can do. It is difcult to be accountable for progress if you do not know what the child could do prior to intervention. This is the most important step in the documentation process. 2. Remember that IEP team decisions have a profound impact on the student and family. It is important not to rush decisions. School personnel are often overwhelmed with the lack of time to complete professional responsibilities. Decisions should stress careful planning and consideration of issues raised by

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all participants. State the time allotment for the meeting upfront and be prepared to reconvene rather than rush through the meeting. Rushing through the meeting leads to errors and potential conict. If more time is needed, assign homework for team members and reconvene later. Planning for an individual student takes time! The strengths-based IEP process will allow parents to have an opportunity to participate in their childs education. The process builds a trusting relationship between the school and the parents. Both parties come to meetings prepared to discuss the students education. Parents are less likely to perceive the school as having a hidden agenda or having made the decision prior to the meeting. The strengths-based IEP process reduces conict, reduces teacher and parent anxiety, breeds respect, may shorten meetings, and positively affects parents perceptions of schools. The strengths-based IEP process involves collaboration techniques and conict resolution techniques that bring out the best in people.Although middle and high school teachers are busy and responsible for many students,using the strengths-based IEP

process can have an important positive impact on students and their families.
REFERENCES Dabkowski, D. M. 2004. Encouraging active parent participation in IEP team meetings. Teaching Exceptional Children 36 (3): 34 39. Friend, M., and L. Cook. 2010. Interactions: Collaboration skills for school professionals, 6th ed. Upper Saddle River, NJ: Pearson. Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1401 et seq. (1997). Individuals with Disabilities Education Act Regulations, 34 C.F.R. 300.1 et seq. (1997). Individuals with Disabilities Education Improvement Act (IDEA), 20 U.S.C. 140 et.seq. (2004). Individuals with Disabilities Education Improvement Act Regulations, 34 C.F.R. 300. (2006). Newman, L. 2005. Family expectations and involvement for youth with disabilities. National Longitudinal Transition Study 2 Data Brief 4(2): 15. Smith, E. 2006. The strength-based counseling model. The Counseling Psychologist 34(1): 1379. Spann, S. J., F. W. Kohler, and D. Soenksen. 2003. Examining parents involvement in and perceptions of special education services: An interview with families in a parent support group. Focus on Autism and Other Developmental Disabilities 18(4): 22837. Zirkel, P. A., and K.L. Gischlar. 2008. Due process hearings under IDEA: A longitudinal frequency analysis. Journal of Special Education Leadership 21: 2231.

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